Dramatic Play Ideas-Camping

I have been in many classrooms. Some are great all around, some excel in one area and hurt in others, some have spurts of good ideas. The toughest area seems to be the dramatic play area. Some combine this with home living. I'm okay either way.

This week I went into a classroom and was curious when I walked into the closet and saw two Styrofoam pieces (obviously from a box that held some sort of appliance like a toaster oven or small microwave). Well, they were both painted red and one had a hole cut in it that was filled with black pipe cleaners (looked like jail bars). I was trying to figure out what it was and what the teachers could possible use it for.

The next day, I was spending time evaluating the environment and saw this:

They were doing a camping scene in the dramatic play. As you can see, the red thing I couldn't figure out...a barbecue! Very creative! Very nice! The children cooked eggs. The shelf had a mat on it so they could lay down and feel like they were camping. There was a fire pit and even a box made into a "lake" to go fishing in. On the hooks hang binoculars that the teacher and children made as well.

Very well done! Very creative! And the children were having so much fun!

Curriculum Ideas-Bug predictions

This week, let's examine bugs! I mean really examine bugs. Here are some great activities to do with science and creating theories and estimations. Critical thinking skills are important to develop in the early years and all of these activities do just that:

1. Get an ant farm! Put in some different types of food and ask the children which the ants will like best. For more fun, ask them why they think that will be the favorite. Throughout the day and week, check back and record your findings. Which food went the fastest? Which did they not touch? What can you conclude from this?
Make sure that you have magnifying glasses out at the science table so the children can get a closer look at what is going on. Also, make sure you leave the journal out for anyone to write their observations in. They have to write their name for any observation. They can draw the observation or write it; whichever they choose. Everyday, bring the journal to circle and discuss what everyone has observed and make some predictions based on those observations. Be sure to answer any predictions is possible (which food did they like the best?)
This activity works on critical thinking skills (predicting what will happen based on previous knowledge or observations) as well as writing skills, and interest in nature.

2. Another fun activity that I've done (and seen others do) is to get some ladybugs and put them in a clear tube. Tape a piece of black paper over one half of the tube and leave the other half open. Before placing the paper over the tube, have the children guess which side the ladybugs will like best: the dark or the light. Write these predictions down in a graph: one side list the children who say dark, the other side list the children who say light. Then, keep the tube, laying flat, on the science table with a journal. Let them write down their observations throughout the day and come back at the end of the day and discuss what they saw; or even the next day.
I like to let the ladybugs go after a day because they don't have any food or water in that tube. What's even more fun is that you can buy a box of ladybugs at the home and garden stores and use the few you need for the experiment (5-10) and let the rest go outside. They hang around for a while and the children love them!
This activity works with predictions and writing skills. It also works with math: graphing!, and of course, interest in nature.

3. I knew one teacher who got a sack of praying mantis eggs from the home and garden store. This was awesome! She had all the children predict how long it would be until the eggs would hatch and wrote this down on a paper she posted in the science area. She placed magnifying glasses on the table in the same area so that the children could go over and observe. This is also, as every activity, a great place for a journal for the children to write or draw what they observe. Everyday, they would revisit the table and chart and see if there were any baby praying mantis yet.
This activity helps develop language and writing skills, predictions, estimations, and, as always, interest in nature. This also helps develop understanding of time! They must predict how long: a day, hour, month, minutes. This is a great way to see who understands time. It would also be great to add a clock to the science table or, if you can find one that goes that far, a timer that counts up.

Does anyone have any other great bug activities?

Book of the Week-Hey Little Ant

Hey, Little Ant by Phillip and Hanna Hoose (illustrated by Debbie Tilley) is a fun book! There is a song that goes along with it which makes it even more fun. However, even if you don't know the tune (and can't read music) this book is very enjoyable.

Want to teach children to respect animals and others? This is the book. This is a book that will help children develop empathy. What would someone else be thinking or feeling in a situation. This book uses an ant and a boy. The boy would like to step on the ant. The ant, for obvious reasons, doesn't want to be squished. This takes the children through the thought and conversation.

The illustrations by Debbie Tilley are great! They really pull you into the story and make you see things from their perspective. Fabulous!

In the end, what does the boy do? You decide! It's a great way to start conversations. You can also use it to bridge into other situations. Someone being a bully in the classroom. Depending on the child's development (social, lanuage, empathy) this may be a great book for them.

I can say that this book has a powerful effect. I even stopped myself from squishing an ant on the patio banister the other day! Phillip and Hannah Hoose really hit on something great here! And the pictures by Debbie Tilley.

There is a picture on the books protective cover of Phillip and Hannah, but not of Debbie. I couldn't find a picture of Debbie. I did find a closer picuture of Phillip and Hannah that would be great to display for the children. If anyone has or can find a picture of Debbie Tilley, send it this way and I'll post it as well.

I'm trying!

It's been very busy at work. I been having to get together four hour trainings, I've in completing one on one trainings, I've been creating a newsletter, and a whole mess of other things. Don't think I am ignoring you, things of this than crazy!



I had a brilliant idea today to do a post on discipline. When I looked in my archives, I noticed I had already done a post on discipline. Everything I said in that post with everything that I had planned to write today. Therefore, I am leaving you with a link to that post.



How does this post change your outlook on discipline in the classroom?

Fundraising

This weekend (the reason for no post) we had a fundraiser: a rummage sale! This was probably one of the best ideas for fundraising. We got parents and staff to donate things for a rummage sale for the past 2 weeks.

Of course, the popular items were clothes; but we got several other great items as well. There was even a table donated! In the end, we made a nice sum of money that will be used for classroom supplies and, most likely, for staff incentives (lunch, food for meetings, bonuses, etc...).

The great bonus in this was finding items that would be great in the classroom. Two things off the top of my head were:

An old typewriter. This will come in great when the classroom is using Click, Clack, Moo by Doreen Cronin. The children will have an actual typewriter to try out!

The second thing that stands out was a great little glass cup, bowl, and plate set made for babies. I'm sure it's purpose was to be decorative but it is very sturdy and will be great in the dramatic play area with the baby dolls.

Overall, it was a great fundraiser! What kind of fundraisers do you do at your centers?

Challenging Situations-The quiet child

I'm going to admit that this weeks child is fairly a simple case. In all reality, it comes down to respecting individuals for who they are (adult or child).

Samantha is a very quiet, reserved child. She joins in the group when requested to do so but doesn't talk at all in the classroom. When mom comes, as she is walking to the car, you can hear her babble away. Mom also says that she talks nonstop at home and is very surprised at how quiet she is at school.

Samantha has literally not made one sound in school. During circle, she will clap along with songs, but won't sing. She will point to things if you ask her where something is or which is the color blue, but won't say the words. She has even managed to create relationships with the other children somehow, but has never said a word to them. The children have accepted this and still find ways to play with her. She will nod or shake her head in response to yes/no questions or when she doesn't like something. She has created a way to communicate with her teachers and classmates.

The speech therapist wasn't able to get her to talk either, but after talking with mom, she wasn't concerned about her speech development and figured that she was just shy. We agreed.

When the teachers call for circle, Samantha comes and sits down. When it's time for lunch, Samantha helps set the table, serves herself food, passes things around, and follows the rules. After circle time, the teacher asks each child where they are going to start out in their play...Samantha points. The teacher will respond, "You're going to the art center?" Samantha will nod her head and get up and go.

If she is in conflict with a child (they took her toy) she will walk over to the teacher, take her by the hand, and lead her over to the trouble. Samantha has great facial and body expression so there is rarely a miscommunication.

Samantha is learning! She can count and then indicate how many there are of something with her fingers or even by writing the numeral. She can write her name and all the letters. She knows all her letters, too. She is actually very intelligent...she just doesn't talk. She seems to enjoy school, too. She comes skipping, smiling, running into school everyday greeting her teacher with a hug almost every morning. She waves goodbye to mom with a big smile...she just doesn't say goodbye.

The teacher understands that Samantha just isn't comfortable enough to talk. She recognizes that there doesn't seem to be any other problem; and Samantha is communication fine outside of the classroom. Samantha is allowed to take her time to warm up.

This goes on from day one of school. Fast forward to, literally, the last 10 days of school. At rest time Samantha is laying next to a girl she typically plays with. Children aren't expected to sleep as it's only a 15 minute rest. The teacher is on the other side of the room when she notices that the other girl is quietly whispering to Samantha...and Samantha seems to be quietly responding, but she isn't sure. She doesn't stop them because this is a huge breakthrough for Samantha if she is talking to her friend.

At 9 days left of school the teacher has them sitting at circle. Samantha hasn't said anything all morning. The teacher dismisses children and asks, as usual, where they are going to play first. Samantha say, "Dramatic Play" as if she talks all the time. The teacher, taking this cue, acts as if this is completely normal to hear and sends her on her way. Inside, the teacher is doing a happy dance for how proud she is that Samantha is getting more comfortable.

During free choice, Samantha is talking up a storm. Everyone, children included, are acting like this is just normal. No one makes a big deal out of it; and that seems to be the key. By afternoon circle, Samantha is talking so much the teacher actually has to tell her to quiet down so that she can get through the story.

At 8 days left of school, and almost a full day of talking, the teacher isn't sure how Samantha will be. Samantha comes skipping in, says "good morning Miss J", and says goodbye to her mom. Samantha now will not stop talking. Now the teacher knows what mom is talking about when she says she never stops talking at home. This is a great breakthrough!

Now, she has to get through kindergarten. Hopefully the teacher will be just as understanding and compassionate.

There was a point during the year that a different teacher came in as a co-op with Samantha's teacher. She tried to force Samantha to talk (not letting her go play for long periods until she finally gave in, trying to bribe her, etc...); this made days worse for Samantha and she would cry when coming to school. Once that was put to a stop, Samantha was back to her happy self. The other teacher thought she was being catered to; she thought that there was something wrong with her...there wasn't.

If Samantha wasn't talking at home or not showing any signs of learning anything, there would have been more concern. However, by respecting her for who she was (a quiet child who would talk when she was ready) the teacher was able to keep her feeling secure and comfortable. This would help her as she goes to kindergarten to maybe start talking a bit earlier...maybe 15 days before the end of school :)

Needless to say, it's been 4 years now, Samantha is going into 5th grade and talks at school all the time now...except when the teacher who tried to force her to talk is around. She still refuses to talk to that teacher.

Water Play Ideas

So it's summer and it's HOT! The children are running around and their little cheeks are turning pink; not from sunburn, but from dehydration. You are constantly reminding them to drink water...right? Even though we have drinking fountains in the yard, I also get some cups and a water dispenser to put out as well. They seem to drink much more water this way. As they are drinking, you can actually see the pinkness fade away.

How else do you keep them cool? Take out the hose! That's always fun. I time it so that I soak them real good and then turn off the hose. By the time we go in, they are dry. But really, running in the water is fun; however, ever thinking as a teacher, I want to know how I can enhance their development through this. Here are some ideas:

1. Give everyone a cup or other container. While you are spraying the hose, put the nozzle on a good shower and spray high up. Have them see how much water they can catch. Put a sensory table out of the spray zone and when their container is full of water, have them dump the water into the sensory table. How long will it take to fill? This works on eye-hand coordination, measuring, social skills, gross motor, and teamwork

2. Have a relay race. You don't necessarily have to race against each other; race against the clock if you like. Fill the sensory tub with water. Have two or three of the same item (large spoon, 1/4 cup measuring cup, plastic egg, etc...). At the start line (where everyone lines up) put the sensory table. At the other end place a sand bucket. Have the children fill their small container and run to the bucket and fill with the water. When they run back, they give their container to the next child in line. Continue until the bucket is full, the time is up, whatever works. This work on balance, gross motor, social skills, teamwork. Turn it into a math activity by having them guess how many times they will need to fill their smaller container to fill the bucket.

Let me say here that I am not opposed to a little bit of competition. Having two teams race against each other is fine as long as the children aren't allowed to have poor sportsmanship. Everyone is recognized for their efforts. Make sure you make the teams equal in strength and weakness. Run the event several times so everyone has a chance. However, if you children can't handle the competition, compete against the clock.

3. Make water parks! Get rain gutters, pipes, funnels, and lots of string. Use the fence to make ramps, tunnels, and mazes to dump the water into. Put a bucket at the bottom of the maze to catch the water. This works with conflict resolution, negotiations, spacial awareness, social skills, reasoning skills, math and science.

4. For the younger children who may not be able to think abstractly and create a water maze: take two sensory tables. Put one in its stand and fill with water. Take the other sensory table out of it's stand and put it on the ground a few feet away. Take a couple rain gutters or pipes and place one end in the tub on the ground. Lean the other end up on the edge of the taller sensory table. Provide different sizes of containers for them to pour water down to the other sensory tub. Is there a way to get the water back up? This plays with cause and effect, science, spacial awareness, science, reasoning skills.

5. Fill spray bottles with colored water (use liquid watercolors to make it washable). Put up a large white sheet or butcher paper. Let the kids spray! Attach things to the sheet (leaves, stencils, etc...) to spray at and see the impression that is made by the spray. If you are really brave have a child stand facing the sheet (so it doesn't get in their eyes) and spray around them to see the impression. With this activity (spraying the children with colored water) you need to have VERY understanding parents and enough knowledge to express what they are learning; but it's fun! The children will get fine motor skills, social skills, reasoning, creativity, science, social skill.

I am of the belief that every classroom should have a large white sheet/blanket/material/fabric that you can use over and over. The sheet holds color better and, if you do it right, it's washable. Plus with being white you can bleach it if the color doesn't come out. This white sheet can be used for spray bottle art, fly swatter art, painting with feet, and so much more. It doesn't matter if it loses its bright whiteness; it should! But it is so much sturdier than the butcher paper!

Does anyone else have any great water play activities?

Circle Time length

After doing a few observations in a teacher's classroom, focusing on circle time, I was able to pull her out and talk to her about how to improve her circle. The first thing I told her was that it was too long. She has a classroom full of 3 year old children...her circle time was 30 minutes!!!

The first thing I told her was that she needed to shorten circle time. She asked, "Well, how long should it be?" This is where I found out that this is her first class as a teacher and most of her experience is with kindergarten children and the one preschool teacher she had (who wasn't good at all) is who she was basing her circle off of. I told her that I was afraid that when the new 3 year olds came in next month (these children are moving to the 4's) that she would be in for a big surprise because they wouldn't do well. Actually, I am amazed at this class because it seems to me that these children would actually sit quietly for an hour if asked to do so.

Here's the general rule for the length of circle time:

5 minutes per age of child

That means 15 minutes for 3 year olds, 20 minutes for 4 year olds, 10 minutes for 2 year olds, you get the idea.

This isn't to say that after 5 minutes into circle the children are just not having it today that you continue the torture (of yourself more than the children) and just let them go. It also isn't to say that come to the 15 minute end, the children are still sitting eagerly wanting more, that you can't extend it a bit. But in general, 5 minutes per year of age.

What is your favorite circle time activity?

Obstacle Courses

A few months ago we ordered one of these. It has come in very handy in our toddler yard. Yes, our preschoolers could use it, too. However, we had some toddler grant money and so they were the lucky ones.

What I like about it is the versatility. The cones have holes in them so that you can stick bars through them for the children to climb or jump over. The hoops fit into the tops of the cones. I have put a small step on one side and a landing mat on the other for them to jump through. They have also used it to throw balls through as well.

There are also ropes that fit through the holes to make other obstacles. What I didn't notice, but found as a great bonus, where the street signs that come with it. They have been great in the bike path. I also borrowed the circles for the graduation carnival to be used at the bean bag toss patterning game.

Overall, things have held up pretty well in its daily abuse (oops, I mean use) from the toddlers. They are really enjoying it.

Curriculum Ideas-From a song

There is a simple finger play song that goes like this:

5 little froggies sitting on a well
1 looked up and down he fell
Froggies jump high
Forggies jump low
How many froggies left in a row?

Of course, the simple thing is to sing this as a finger play putting down one finger at a time. But, why would I go with the simple here? Let's expand this idea:

First idea (this children LOVE this):
Get a container of water to be the well. I have found the disposable food containers work very well for this. You know the kind, ziplock or reynold's have. They are cheap and sturdy. Get one with mouth that opens 4-6 inches is best, but pretty much anything works.

Fill the container up to an inch from the top with water. Get a lincoln log or a long block from the block area and rest it on the edge. I should note here that when you do this teacher directed, put the log closest to you. Then get 5 little toy frogs (I use the frogs from this, but you can find little frogs anywhere). As you, and the children, sing, drop the frogs in the water one at a time.

The children get a HUGE kick out of this. Once you introduce this to them, make sure to put it out on the table as one of the activities. If you don't...they will! So, you might as well be proactive about it and beat them to it. If possible (read you have enough materials) set up 3 or 4 stations until the newness wears off. Then, now don't be afraid, put it in the language and literacy area. That's right! Maybe don't put as much water, but go ahead...trust them! It's only water and I have yet to have a huge disaster that got out of control.

Second Idea:
During a transition time, change the words to include the children. Let's pretend you are in circle time and it's time to go choose activities. There are 16 children there today so you start:

16 froggies sitting on a well
Jose looked up and down he fell (at this point Jose gets to stand up in his spot or in the center)
Jose jumps high (have Jose jump as high as he can)
Jose jumps low (have Jose make little hopping jumps)
And off he goes...(Jose now gets to go to his activity)

This is a longer transition song so it also works well for getting hands washed and bathroom runs done since there is ample amount of time between verses for the person to have washed his hands.

Third Idea:
You have the finger play puppets for 5 green and speckled frogs...use it here!

Fourth Idea:
Buy a long post at the lumbar store (one that has a flat edge so it won't roll) and put it out in the yard. Have children stand on it and sing the song, jumping off when it's their turn.

Anyone else have a great extension for this song?

This song is so closely related to the 5 green and speckled frogs you can almost do the same activities with that song as well.

Book of the Week-Animal Sounds

When I was little, I owned this book, "Animal Sounds" by Aurelius Battaglia. I remember it vividly. I don't actually remember any specific time that I would read it, or have it read to me. I just remember it; and it's a very happy memory. It is one of those deep seeded memories that I didn't recall until I was 18. I walked into the new center I would be working at and there, on the toddler's library shelf, was this book. A happy feeling came over me and I eagerly picked it up and read it to the closest children.

It's a simple book. The title explains it all: Animal Sounds. That's all this book is. Maybe it's the pictures of the animals. Maybe it's the simplicity of the text. I don't know for sure what it is, but I have yet to come across a child who doesn't enjoy this book.

This is a perfect book for a toddler circle time. It's also great on a library shelf in the younger children's classrooms. I've seen it successfully being used up to the three's class. The fours are pretty much over it; but it is a book that every child should own.

Challenging Situations-Transition to New Classroom

Okay, I decided to change the name of our Friday series to Challenging Situations rather than behaviors. I find that most of the time it is the situation that causes the behavior and so we need to solve the situation rather than the behavior. Now, let's move on to this weeks situation:

It's that time of year when children move from one classroom to the next. This situation comes from a center who is moving two year olds up to the three year old classroom. Last week they moved 5 children slowly. Their transition looks like this:

Monday, children visit from after breakfast to before lunch
Tuesday, children visit from after breakfast to after lunch, but before nap
Wednesday, children visit from after breakfast to after lunch and are given the choice to nap in the new room. When they wake up they go back to the old classroom.
Thursday, children visit from after breakfast through nap and, if they want, the can stay.
Friday, children visit from after breakfast through the rest of the day.

These steps are flexible. If a child shows any signs of stress at any point they pull back a bit and try again tomorrow. Also, if a child so chooses, they can stay longer at any point as well. For the most part, however, the children are comfortable with this progression and, typically, there is one or two children who are so ready that the first day they pretty much stay in the new room all day.

It should also be noted that three months before this transition, the teacher in the new classroom visits the children in their classroom once a week for an hour during free choice. This gives them an opportunity to get comfortable with her as well as for her to get to know the children. The two's teacher can also help facilitate creating a relationship with the three's teacher so that the children know that she is someone they can go to for help.

At the same time that the three's teacher is visiting the classroom, the two's teacher begins to take the children into the new classroom once a week while the older children are outside playing. This gives the children an opportunity to check out the room at their leisure and find out where the bathroom, cubbies, sinks, and everything else is.

With all this work, transition week should be real easy on the children. For the most part, it is! However, this year they have twin boys (Kent and Charlie) who are having a tough time. Really, Charlie is having the most difficulty. It has been a week since they have been fully in that room and Charlie will even refuse to get out of the car. Kent will go, but reluctantly.

After talking to the two's teacher, it's discovered that they did the same thing when they started. So, this seems to be a pattern when there are major changes. They also, once settled into the classroom, are fine and participating in the new environment; so they have adjusted fairly well. It's just the new drop off routine that is shaking them up.

The solution: Since Kent is going, although reluctantly, he will continue to be dropped off in the new classroom. For a week, Charlie will be allowed to say goodbye in the two's classroom; but once mom has left and he has said goodbye, the two's teacher will take him to his new classroom. By the end of the second week, the teacher should be able to take his hand and, while saying goodbye, walk him to the new classroom.

With his brother already settled in the new room, this should help the transition. By the third week, the teacher may need to walk with the mom and Charlie, but mom should really be able to say goodbye in the classroom to both the boys on her own.

Though the transition week has gone by, Charlie obviously needs a little more time to adjust. Are we catering to his whim? No, we are catering to his need. That's a big difference! The easier we can make it on them the better they will adjust.

I need help!

Does anyone know the order of Mae Carden's letter grouping? We have the "c" group, but are stuck there. I have been all over the Internet and can't find it. I would greatly appreciate any help.

Television at Preschool Centers

I have a rule at my center: NO TELEVISION!!! I only budge from that rule in two ways:

First, after we get back from a field trip. This is because we usually get back after nap time and this gives the children a chance to relax and fall asleep if they want/need to; and it gives me a chance to give everyone a break. We only watch (at most) an hour. In that hour we also allow the children to pull out puzzles, books, and manipulative games. I would guess that there are actually only 3-4 children watching the show we put on. We also only put on appropriate movies that are more educational (as educational as a blue dog and man in a striped shirt can be).

The second way I budge is if the teacher can provide a reason that is conducive to the curriculum for that days lessons. For example, one teacher was talking about transportation and she had found a 15 minute clip that showed real helicopters and talked about how they worked. This was a perfect enhancement to the curriculum and, since I can't bring a helicopter to the center, this is the next best thing.

Another teacher had been reading a Mercer Mayer book and had a clip of him reading that same book. So, to tie in the book with the author, she showed that clip at story time.

So, why am I so adamant on this? I have to look at our philosophy and objective at the center. We are here to educate children and provide them with experiences that will spark and enhance their development. Other centers (those within the same agency even) will allow the children to watch Disney movies and other popular cartoon movies. These are the same movies that the children have all watched a thousand times at home already.

We are not babysitters; and by showing these type of movies we are giving that name to ourselves. There is nothing about Ariel that teaches the children about ocean life, nor does Cars teach anything productive. I'm not saying that children shouldn't be allowed these experiences. What I am saying is that they are not appropriate for a preschool center.

Sorry I've been gone

It has been very hectic this last week both professionally and personally. We will be back on track next week...I promise...While you are waiting...

...if you are an administrator or such in San Diego area, there is a group page you can be a part of just click the Yahoo link on the sidebar to apply. This is a great place to communicate with each other. I know as an administrator sometimes it feels like you are alone. Especially those of you who are are directors at lone centers.

I think I have an advantage being part of an agency because I always have other directors that are available to call when I have questions or just need to vent. I also have to added benefit to having my husband in the field; but sometimes even that is frustrating since he is in the Master Teacher role (still a teacher but also in admin). Even he just doesn't get it sometimes.

I feel for all directors out there that don't have other directors to turn to...you can turn to me. Just shoot me over an email. I'm a great listener; and, when you want it, and advice giver. Sometimes it just feels good to vent though.

Transition Activities-Put them in boxes

Today is a great transition activity. We have talked before about moving children in groups and slowly. So, here is a great way to dismiss from circle one at a time, or any other gathering time. This is a transition activity that moves pretty quickly, so it's not appropriate for going to hand washing. The best time to use this is after circle time or when they need to line up at the door.

First, have the children climb into imaginary boxes. Show them what it should look like. Then call out this rhyme to each child and have them respond:

Teacher: " (name) in a box, so quiet and still; won't you come out?"
Child: Jumps up and responds, "Of course I will!"

The child is then allowed to go find an activity to do or line up or whatever.

Helpful hint, if someone is really wiggly in their box, call them next! Also, remind any of those heads that pop up, "stay in your box". If you call the wiggly ones first, they are more likely to stay longer next time; plus you won't get frustrated with them wiggling about.

I have the experience of children hopping up and moving to the side of the room that I called the last child; so I have found that if I randomly call different children, they are most likely going to stay in their spot instead of hopping around where they will no doubt step on someone accidentally.